The effects of stereoscopic 3D on knowledge retention within a serious gaming environment

Abstract

We present the results of an experiment that investigated the effects of stereoscopic 3D viewing on knowledge retention with respect to a spatial interactive task within a serious game that was designed for fire safety training. Participants were trained to identify the safe distance to remain from a (virtual) fire in both stereoscopic 3D and non-stereoscopic 3D contexts. After a 24 h period, they were then tested to determine whether they retained the information that they were taught. Contrary to prior work that suggests stereoscopic 3D has an impact on knowledge retention, our results indicate no significant difference between knowledge retention in a stereoscopic 3D versus a non-stereoscopic 3D interactive environment. Although greater work remains to be done and no firm conclusions can be made regarding the use of stereoscopic 3D, our results have shown that stereoscopic 3D does not always lead to greater performance. Our results have implications for designers of serious games; the discussion and decision to use stereoscopic 3D should be incorporated early in the design phase and there should be some consideration placed on individualized calibration of stereoscopic 3D settings.

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Acknowledgments

The financial support of the Social Sciences and Humanities Research Council of Canada (SSHRC), in support of the Interactive and Multi-Modal Experience Research Syndicate (IMMERSe) project, the Canadian Network of Centres of Excellence (NCE) in support of the Graphics, Animation, and New Media (GRAND) initiative, and the Natural Sciences and Engineering Research Council of Canada (NSERC) is gratefully acknowledged.